No doubt many readers are familiar with the long-established practice in education that begins with a group of students sitting some form of test prior to a teaching programme, either to determine their suitability for it or to provide a baseline understanding of their skills in advance of the work.
The programme is delivered and a post-test applied. The results of the two tests can then be compared in order to ascertain the effectiveness of the learning.
In recent months, I have experimented with a softer, multi-faceted variation, whereby students assess their own skill levels before and after a course leading to the Extended Project Qualification (EPQ), which, at my own school – Monkseaton High – features an extensive programme of training in good academic practice before the students embark on their own independent learning projects.
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